Más allá de las letras: la poesía didáctica mediada como estrategia de enseñanza de la lectura en alfabetización inicial

Abstract

This research was carried out with the objective of strengthen the classroom processes through global methodologies to link the significance to the initial literacy of the first-grade students of the I.E. San José de la Paz-Cesar. A contextualization of the theme was made considering the communicative reading competence in the Colombian educational system and initial literacy within the framework of traditional and global methodologies. Regarding the methodology, the action research method of qualitative research was used, this technique being supported by the four elements on which said method is constituted, such as: planning, action, observation, and reflection; using these steps as mechanisms to test ideas that helped improve educational practice. The techniques used to collect the information were surveys with questions formulated that came out of the categorization of the design of the educational intervention proposal, applied to teachers and parents and representatives. A checklist was also drawn up that made it possible to recognize the competencies developed by the teachers at the time of finalizing the strategy. A proposal called "LetrAventura" was designed, which served to strengthen teaching practice into initial literacy through oral, animated, and mediated reading of didactic poems of letters. Among the most significant findings is the development of attitudes that fostered active interaction, participation, and exchange of ideas. An environment with the presence of high stimuli and motivations was evidenced, present not only in the students, but also in the teachers, causing a great significant impact, thanks to the innovativeness of the strategy, and the driving of the purposes and contents.